Adopting Writing Intensive Strategies to Teach Biology in Laboratory Environments

 

Miller, K. & C. Gormally

Tested Studies in Laboratory Teaching, 2010, Volume 31

Abstract

Instructors are often averse to employing writing for learning and assessment due to the time it takes to create and grade effective writing assignments. Writing Intensive Program (WIP) guidelines aim to improve 1) students’ abilities to write, evaluate peers’ writing, and think critically about content; 2) instructors’ abilities to grade and give feedback; and 3) instructors’ own writing. This workshop consisted of: a presentation of WIP guidelines; opportunities for participants to practice using WIP responding strategies; a discussion of the importance of training TAs to communicate the writing process to students; and a discussion of the effectiveness of WIP in introductory biology laboratories.

Keywords:  laboratory reports, writing assignments, providing feedback, science instructional laboratory

University of Delaware (2009)